THE SCHOOL BASED PROFESSIONAL DEVELOPMENT FOR ENHANCING COOPERATING SCIENCE TEACHERS’ TECHNOLOGY KNOWLEDGE การพัฒนาวิชาชีพครูโดยใช้โรงเรียนเป็นฐานส่งเสริมความรู้ด้านเทคโนโลยีของครูพี่เลี้ยงวิทยาศาสตร์

Abstract

Current reforms in Science education in Thailand call for integration between science and other disciplines. The biggest change happening is the new Learning Indicators and National Science Core Curriculum B.E. 2551 (the Revised National Science Curriculum B.E. 2560) which technology is built as the 4th Learning Core of Science Learning and Teaching Framework. Such integrated teaching and learning at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts and to be well -being citizen. The purpose of this mixed methods study is to develop 24 cooperating science teachers’ Technological Knowledge (TK) for their first-time experiences in implementing integrated technology curricular units in elementary and middle school science classrooms. Professional learning experiences was conducted during 1-year internship course. Both cooperating science teacher and student teacher were working together through coaching system. This study draws upon both lesson study, classroom implementation data, teacher reflective interviews, and PLC meeting reports to illustrate different degrees of integrated technology instruction and to understand teachers’ challenges and successes with these varying approaches. Mixed methods were used at the research framework. Quantitative and qualitative data were used to present the research result. Findings indicate that when the teachers’ TK was in progress, the teachers could blend appropriate technologies, science content and their teaching methods. They understand clear indication of the new curriculum and can bring the curriculum into their lesson plans and practices. The work presented here informs educational researchers, policy makers, and K-12 educators that there are several challenges when it comes to implementing new Science curriculum initiatives in K-12 education. Although this work is limited to elementary and middle school science teachers’ experiences with first-time technology integrated instruction; therefore, this work may shed light on general struggles that are common to science teachers who are integrating across content disciplines for the first time. Therefore, providing the teachers with effective Coaching System and Professional Development Programs are needed to build active teachers.